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British Journal of Educational Psychology

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https://www.readbyqxmd.com/read/28801957/monitoring-and-depth-of-strategy-use-in-computer-based-learning-environments-for-science-and-history
#1
Victor M Deekens, Jeffrey A Greene, Nikki G Lobczowski
BACKGROUND: Self-regulated learning (SRL) models position metacognitive monitoring as central to SRL processing and predictive of student learning outcomes (Winne & Hadwin, 2008; Zimmerman, 2000). A body of research evidence also indicates that depth of strategy use, ranging from surface to deep processing, is predictive of learning performance. AIMS: In this study, we investigated the relationships among the frequency of metacognitive monitoring and the utilization of deep and surface-level strategies, and the connections between these SRL processes and learning outcomes across two academic domains, science and history...
August 12, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28799207/the-relation-between-cognitive-and-metacognitive-strategic-processing-during-a-science-simulation
#2
Daniel L Dinsmore, Brian P Zoellner
BACKGROUND: This investigation was designed to uncover the relations between students' cognitive and metacognitive strategies used during a complex climate simulation. While cognitive strategy use during science inquiry has been studied, the factors related to this strategy use, such as concurrent metacognition, prior knowledge, and prior interest, have not been investigated in a multidimensional fashion. AIMS: This study addressed current issues in strategy research by examining not only how metacognitive, surface-level, and deep-level strategies influence performance, but also how these strategies related to each other during a contextually relevant science simulation...
August 10, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28795406/multiple-aspects-of-high-school-students-strategic-processing-on-reading-outcomes-the-role-of-quantity-quality-and-conjunctive-strategy-use
#3
Meghan M Parkinson, Daniel L Dinsmore
BACKGROUND: While the literature on strategy use is relatively mature, measures of strategy use overwhelmingly measure only one aspect of that use, frequency, when relating that strategy use to performance outcomes. While this might be one important attribute of strategy use, there is increasing evidence that quality and conditional use of cognitive and metacognitive strategies may also be important. AIMS: This study examines how multiple aspects of strategy use, namely frequency, quality, and conjunctive use of strategies, influence task performance on both well- and ill-structured task outcomes in addition to other concomitant variables that may interact with strategic processing during reading...
August 9, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28791689/theorizing-and-researching-levels-of-processing-in-self-regulated-learning
#4
Philip H Winne
BACKGROUND: Deep versus surface knowledge is widely discussed by educational practitioners. A corresponding construct, levels of processing, has received extensive theoretical and empirical attention in learning science and psychology. In both arenas, lower levels of information and shallower levels of processing are predicted and generally empirically demonstrated to limit knowledge learners gain, curtail what they can do with newly acquired knowledge, and shorten the life span of recently acquired knowledge...
August 9, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28782249/self-regulated-learning-from-illustrated-text-eye-movement-modelling-to-support-use-and-regulation-of-cognitive-processes-during-learning-from-multimedia
#5
Katharina Scheiter, Carina Schubert, Anne Schüler
BACKGROUND: When learning with text and pictures, learners often fail to adequately process the materials, which can be explained as a failure to self-regulate one's learning by choosing adequate cognitive learning processes. Eye movement modelling examples (EMME) showing how to process multimedia instruction have improved elementary school children's learning from text and pictures in previous studies. AIMS: We tested whether the positive effects of EMME for improving self-regulated multimedia learning extend to university students and teaching of more comprehensive processing strategies...
August 7, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28779503/longitudinal-tracking-of-academic-progress-during-teacher-preparation
#6
Roisin P Corcoran, Joanne O'Flaherty
BACKGROUND: Given that the ultimate academic goal of many education systems in the developed world is for students to graduate from college, grades have a considerable bearing on how effective colleges are in meeting their primary objective. Prior academic performance informs predominantly the selection and retention of teacher candidates. However, there remains a dearth of evidence linking academic performance with outcomes in teacher preparation or the workplace. AIM: This study examined pre-service teachers' trajectories of academic growth during teacher preparation...
August 4, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28691734/regulating-approaches-to-learning-testing-learning-strategy-convergences-across-a-year-at-university
#7
Luke K Fryer, Jan D Vermunt
BACKGROUND: Contemporary models of student learning within higher education are often inclusive of processing and regulation strategies. Considerable research has examined their use over time and their (person-centred) convergence. The longitudinal stability/variability of learning strategy use, however, is poorly understood, but essential to supporting student learning across university experiences. AIMS: Develop and test a person-centred longitudinal model of learning strategies across the first-year university experience...
July 10, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28646561/pathways-to-arithmetic-fact-retrieval-and-percentage-calculation-in-adolescents
#8
Ulf Träff, Kenny Skagerlund, Linda Olsson, Rickard Östergren
BACKGROUND: Developing sufficient mathematical skills is a prerequisite to function adequately in society today. Given this, an important task is to increase our understanding regarding the cognitive mechanisms underlying young people's acquisition of early number skills and formal mathematical knowledge. AIMS: The purpose was to examine whether the pathways to mathematics model provides a valid account of the cognitive mechanisms underlying symbolic-number processing and mathematics in adolescents...
June 23, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28608359/achievement-goal-profiles-and-developments-in-effort-and-achievement-in-upper-elementary-school
#9
Lisette Hornstra, Marieke Majoor, Thea Peetsma
BACKGROUND: The multiple goal perspective posits that certain combinations of achievement goals are more favourable than others in terms of educational outcomes. AIMS: This study aimed to examine longitudinally whether students' achievement goal profiles and transitions between profiles are associated with developments in self-reported and teacher-rated effort and academic achievement in upper elementary school. SAMPLE: Participants were 722 fifth-grade students and their teachers in fifth and sixth grade (N = 68)...
June 13, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28603848/how-restudy-decisions-affect-overall-comprehension-for-seventh-grade-students
#10
Keith W Thiede, Joshua S Redford, Jennifer Wiley, Thomas D Griffin
BACKGROUND: Self-regulated learning requires accurate monitoring and effective regulation of study. Little is known about how effectively younger readers regulate their study. AIMS: We examined how decisions about which text to restudy affect overall comprehension for seventh-grade students. In addition to a Participant's Choice condition where students were allowed to pick texts for restudy on their own, we compared learning gains in two other conditions in which texts were selected for them...
June 12, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28603871/effects-of-achievement-goals-on-perceptions-of-competence-in-conditions-of-unfavourable-social-comparisons-the-mastery-goal-advantage-effect
#11
Sviatlana Kamarova, Nikos L D Chatzisarantis, Martin S Hagger, Taru Lintunen, Mary Hassandra, Athanasios Papaioannou
BACKGROUND: Previous prospective studies have documented that mastery-approach goals are adaptive because they facilitate less negative psychological responses to unfavourable social comparisons than performance-approach goals. AIMS: This study aimed to confirm this so-called 'mastery goal advantage' effect experimentally. METHODS: A 2 × 3 design was adopted where achievement goals (mastery vs. performance) and normative information (favourable vs...
June 11, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28561304/math-anxiety-and-math-performance-in-children-the-mediating-roles-of-working-memory-and-math-self-concept
#12
M José Justicia-Galiano, M Eva Martín-Puga, Rocío Linares, Santiago Pelegrina
BACKGROUND: Numerous studies, most of them involving adolescents and adults, have evidenced a moderate negative relationship between math anxiety and math performance. There are, however, a limited number of studies that have addressed the mechanisms underlying this relation. AIMS: This study aimed to investigate the role of two possible mediational mechanisms between math anxiety and math performance. Specifically, we sought to test the simultaneous mediating role of working memory and math self-concept...
May 31, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28555753/bullying-and-cyberbullying-studies-in-the-school-aged-population-on-the-island-of-ireland-a-meta-analysis
#13
Mairéad Foody, Muthanna Samara, James O'Higgins Norman
BACKGROUND: Bullying research has gained a substantial amount of interest in recent years because of the implications for child and adolescent development. AIM AND SAMPLE: We conducted a meta-analysis of traditional and cyberbullying studies in the Republic and North of Ireland to gain an understanding of prevalence rates and associated issues (particularly psychological correlates and intervention strategies) among young people (primary and secondary school students)...
May 26, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28543630/preliminary-validation-of-the-perceived-locus-of-causality-scale-for-academic-motivation-in-the-context-of-university-studies-ploc-u
#14
Manuel Sánchez de Miguel, Izarne Lizaso, Daniel Hermosilla, Carlos-Maria Alcover, Marios Goudas, Enrique Arranz-Freijó
BACKGROUND: Research has shown that self-determination theory can be useful in the study of motivation in sport and other forms of physical activity. The Perceived Locus of Causality (PLOC) scale was originally designed to study both. AIM: The current research presents and validates the new PLOC-U scale to measure academic motivation in the university context. We tested levels of self-determination before and after academic examinations. Also, we analysed degree of internalization of extrinsic motivation in students' practical activities...
May 25, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28485009/an-investigation-of-the-mechanism-underlying-teacher-aggression-testing-i-3-theory-and-the-general-aggression-model
#15
Paul Montuoro, Tim Mainhard
BACKGROUND: Considerable research has investigated the deleterious effects of teachers responding aggressively to students who misbehave, but the mechanism underlying this dysfunctional behaviour remains unknown. AIMS: This study investigated whether the mechanism underlying teacher aggression follows I(3) theory or General Aggression Model (GAM) metatheory of human aggression. I(3) theory explains exceptional, catastrophic events of human aggression, whereas the GAM explains common human aggression behaviours...
May 8, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28452407/individual-social-and-family-factors-associated-with-high-school-dropout-among-low-ses-youth-differential-effects-as-a-function-of-immigrant-status
#16
Isabelle Archambault, Michel Janosz, Véronique Dupéré, Marie-Christine Brault, Marie Mc Andrew
BACKGROUND: In most Western countries, the individual, social, and family characteristics associated with students' dropout in the general population are well documented. Yet, there is a lack of large-scale studies to establish whether these characteristics have the same influence for students with an immigrant background. AIMS: The first aim of this study was to assess the differences between first-, second-, and third-generation-plus students in terms of the individual, social, and family factors associated with school dropout...
April 28, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28440010/self-concept-mediates-the-relation-between-achievement-and-emotions-in-mathematics
#17
Jojanneke P J Van der Beek, Sanne H G Van der Ven, Evelyn H Kroesbergen, Paul P M Leseman
BACKGROUND: Mathematics achievement is related to positive and negative emotions. Pekrun's control-value theory of achievement emotions suggests that students' self-concept (i.e., self-appraisal of ability) may be an important mediator of the relation between mathematics achievement and emotions. AIMS: The aims were (1) to investigate the mediating role of mathematical self-concept in the relation between mathematics achievement and the achievement emotions of enjoyment and anxiety in a comprehensive model, and (2) to test possible differences in this mediating role between low-, average-, and high-achieving students...
April 25, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28401989/cross-lagged-relations-between-teacher-and-parent-ratings-of-children-s-task-avoidance-and-different-literacy-skills
#18
George K Georgiou, Riikka Hirvonen, George Manolitsis, Jari-Erik Nurmi
BACKGROUND: Task avoidance is a significant predictor of literacy skills. However, it remains unclear whether the relation between the two is reciprocal and whether it is affected by the type of literacy outcome, who is rating children's task avoidance, and the children's gender. AIM: The purpose of this longitudinal study was to examine the cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills. SAMPLE: One hundred and seventy-two Greek children (91 girls, 81 boys) were followed from Grade 1 to Grade 3...
April 12, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28401983/using-confirmatory-factor-analysis-to-validate-the-chamberlin-affective-instrument-for-mathematical-problem-solving-with-academically-advanced-students
#19
Scott A Chamberlin, Alan D Moore, Kelly Parks
BACKGROUND: Student affect plays a considerable role in mathematical problem solving performance, yet is rarely formally assessed. In this manuscript, an instrument and its properties are discussed to enable educational psychologists the opportunity to assess student affect. AIMS: The study was conducted to norm the CAIMPS (instrument) with gifted students. In so doing, educational psychologists are informed of the process and the instrument's properties. SAMPLE: The sample was comprised of 160 middle-grade (7 and 8) students, identified as gifted, in the United States...
April 12, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28378349/an-unintentional-pro-black-bias-in-judgement-among-educators
#20
Jordan R Axt
BACKGROUND: Previous work indicates widespread preference for White over Black people in attitudes and behaviour. However, there are instances where Black people receive preferential treatment over White people. AIMS: This study aimed to investigate whether a sample of education professionals would favour Black or White applicants to an academic honour society, and the extent to which any biases were related to conscious intentions. SAMPLE: Participants were education professionals (N = 618; 75...
April 4, 2017: British Journal of Educational Psychology
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